The traditional model for student teaching is based on a one-to-one relationship between the student teacher and the supervising teacher. However, by providing interaction with only one individual, the possibility for varied practice and feedback is limited. A model is proposed in which five student teachers work with one supervising teacher. The underlying philosophy is that a wider variety of interaction, evaluation, and feedback is possible with both peer observation and supervision by a master teacher. This model was put into practice for a period of three months with five selected students and their supervising teacher working together to strengthen specific behaviors and skills previously agreed upon. Student and teacher evaluations of the experiment suggested that more teaching time be allocated to the student teachers, and that the initial weeks be highly structured. It is concluded that while the concept of more than one student teacher under the direction of a supervising teacher is workable and can be successful, a student-teacher ratio of three to one would be more effective than that of five to one. (JD)